Offender eLearning
A systematic literature review on re-entry, recidivism, and life after prison
Bibliographic Data
| ID | 22112145 |
|---|---|
| Authors | Gilbert Mahlangu (0000-0001-7344-8955, Midlands State University, corresponding author), Eugenia Zivanai (0000-0003-3653-2255, Midlands State University) |
| Year | 2023 |
| Volume | 9 |
| Issue | 2 |
| Publication date | 2023-12-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cogent Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2331-1886 • E-ISSN: 2331-1886 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/23311886.2023.2246706 |
| OpenAlex | W4385986406 |
| Language | EN |
| Citations received | 3 |
| References cited | 69 |
Several studies have been conducted on education in the discourse of offender rehabilitation; however, little has been published on the nexus between offender eLearning and re-entry into a digital society. This study aimed to systematically review the existing literature on offender education focusing mainly on eLearning to explain how offender eLearning enables re-entry, reduces recidivism, and promotes a better post-release life. The review draws on the good lives model (GLM) of offender rehabilitation and the Technology Acceptance Model (TAM). Both theories acknowledge the paradox of digital inclusion in offender rehabilitation. We found that online education, facilitated by digital platforms, is a chance for offenders to learn new information and develop their abilities, presuming that the demand for education and training in prisons must be comparable to that of traditional educational institutions. Digital prison education gives inmates a purpose for their time in imprisonment as well as prepares them for life after prison. We conclude that technology cannot replace good teaching in offender rehabilitation; it can only support it. Moreover, the mere presence of the most innovative, mobile, user-friendly technology will not improve access and outcomes if the users on the ground do not have the time, space, resources, energy, and motivation to engage it. We, therefore, recommend that the technology for offender rehabilitation must be highly contextualized to ensure the long-term accomplishment of eLearning initiatives aimed at non-traditional and isolated students
Criminology · Imprisonment · Medical education · Political science · Prison · Public relations · Recidivism · Sociology · Digital Mental Health Interventions · Engineering · Medicine · Psychology · Social Psychology · Telemedicine and Telehealth Implementation · Rehabilitation
Education in Prison
Addressing the digital divide
The good lives model of offender rehabilitation
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Meaning and meaninglessness of education for convicts. Selected aspects of education for convicts in Poland and in Europe
Digital prison rehabilitation and successful re-entry into a digital society
Reaching at-Risk Student Populations During a Pandemic
Learning behind bars
Learning with simulated virtual classmates
Beyond Digital Literacy in Australian Prisons
Digital reentry
Prisoners as Users of Digital Health Care and Social Welfare Services
Participatory Evaluation in a Prison Education Program
Prison Tech
A brave new world
The Carceral Web we weave
Prison official perceptions of technology in prison
The effects of correctional education on juvenile delinquents and the factors for their overall changes
Guidance on Conducting a Systematic Literature Review
Identifying the practices that reduce criminality through community-based post-secondary correctional education
Strategic learning ideologies in prison education programs
Barriers to prisoner participation in educational courses
The good lives model and conceptual issues in offender rehabilitation
Grasping the future of the digital society
Digital Rehabilitation
Digital Inequality Across Major Life Realms
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |